EDUC 3601 Science Minilesson Plan MiniLesson Plan Date: February 7, 2006 Subject: Science 10 Emphasis: Nature of Science Time: 20 minutes Grade: Grade 10 Unit A: Energy and Matter in Chemical Change Lesson Topic : Properties of Water Name: Larissa Miller General Learner Outcomes: Students will… 1.K.2 1.S.1 1.S.4 Explain how elements combine to form compounds Ask questions about observed relationships, and plan investigations of questions, ideas, problems, and issues Work as a member of a team in addressing problems, and apply the skills and conventions of science in communicating information and ideas and in assessing results Specific Learner Objectives: Students will… 1.K.2. 1.S.1 1.S.4 Relate the molecular structure of simple substances to their properties State a prediction and hypothesis based on available evidence and background information Communicate questions, ideas and intentions; and receive, interpret, understand, support and respond to the ideas of others Learning Objectives: Students will… 1. Describe the molecular structure and unique properties of water 2. Predict observations based on their knowledge of the molecular structure and properties of water Materials: 2 clear cups Washers Water Vegetable oil 20 small Styrofoam balls 10 large blue Styrofoam balls 20 yellow tooth picks 10 blue tooth picks PROCEDURE Introduction: (3 minutes) Good Morning Grade 10’s. (Do not start speaking until students are ready to learn) How would you likme to be right here, or here (show posters of tropical beach, waterfall, water skiing, etc) ASK: What do you notice about these places? What’s it got so do with this (hold up bottle of water) Why is water important to human beings? Other living things? Is water the same as other liquids you know about? Does anyone know the special properties of water? • In today’s lesson, you are going to learn more about the structure and properties of water, see a demonstration about water’s weird properties, and use that knowledge in making model water molecules Body: (14 minutes): Activity 1: Demonstration: Well one of the interesting things of water can be seen right here in this demonstration, so look closely. ASK: What’s this? ( cup of water). Now EDUC 3601 Science Minilesson Plan how many washers do you think it will take to make this cup of water overflow? What is your prediction? Drop washers in glass… ASK:What do you observe happening? It is not overflowing but forming a dome. Yes there is a convex appearance to the water and it has not overflowed? ASK: Why do you think this is happening? Any explanations? Activity 2 Direct Instruction: The convex appearance can be attributed to the molecular structure of water – which is what makes water unique. -You see as we discussed earlier a water molecule is made up of ? (H20). Three atoms consisting of 1 oxygen and 2 hydrogen atoms. (Show example of water molecule). -ASK: So now that we know the basic structure does anyone know why ithee is such strong attraction between molecules? -Well it has something to do with positive and negative bond within the molecules and a strong attraction between the oxygen and hydrogen - Draw of H20 structure on board and explain bonding within and between molecules Activity 3 Model-Building: So now that you are aware of the properties of structure it is time for a survival challenge. Using what you’ve learned about water molecules you will create 5 water molecules and attach them to one another. Introduction: Here is your instruction sheet and materials. You will have 10 minutes to complete the activity so please listen and read instructions carefully. Step 1: Read instructions; Step 2: As a team work together to assemble 5 water molecule structures; Step 3: Blue Styrofoam indicates oxygen and white is hydrogen. Step 4: Yellow toothpicks are to be used within a molecule while blue toothpicks are to be used between molecules; Step 5: Also choose one presenter to tell us about the model you made and how it can explain the surface tension we observed in the glass of water? ASK : Can you please summarize for the class what the precedure is? Closure (3 minutes): ASK: Can we have the two people quickly present their models? ASK:Can someone tell me another interesting thing they learned about water today? Give the class feedback on their models and how they worked together. Tell them to place the models on their instruction sheet, be sure to put their name on the sheet. Next class we continue on to chemical reactions, in which water also plays a large part. Assessment Methods: 1. Objective 1: student oral reposnses to questions during instroduction, closure, demonstration, and direct instruction, written responses on molecule model worksheet, . 2. Objective 2: Oral predictions made during demonstration. Educational Resources Used: 1. Bosak. Susan. 2000. Science Is. Scholastic Canada Ltd. Markham, Ontario. 2. Edgar, B. et al. 2004. Science Focus 10 and Teachers’ Resource. McGraw-Hill EDUC 3601 Science Minilesson Plan 3. Liem, Tik. 1992. Invitations to Science Inquiry (2nd Edition). United States of America. 4. Roscoe, Keith and Mrazek, Rick. 2005. Scientific Literacy for Canadian Students: Curriculum, Instruction and Assessment. Detselig Enterprises: Calgary, Alberta.